L1SECURITY GRILLES - Krueger-HVAC© krueger 2012 security grilles-12 air air 2
21st Century Classrooms and Questioning Nancy Krueger Instructional Coach Sioux Falls.
Transcript of 21st Century Classrooms and Questioning Nancy Krueger Instructional Coach Sioux Falls.
21st Century 21st Century Classrooms and Classrooms and
QuestioningQuestioning
Nancy KruegerInstructional Coach Sioux Falls
2
Goals for Today
• Why worry about questioning?• How do you plan for
questioning?• What makes a good question?• How could/do you incorporate
questions into your lessons?
3
Analytical Thinking-Identifying similarities and differences-Using cues, questions and advance organizers-Planning-Classifying-Prioritizing
Finding and Evaluating Information
-Recognizing need for more information-Developing a strategy to find information-Using multiple sources of information-Determining credibility, reliability, accuracy and relevance
Creating andInnovating
-Originality and inventiveness in work-Developing, implementing and communicating new ideas-Being open and responsive to diverse perspectives-Acting on creative ideas
Communicating-Conveying ideas graphically -Reading with understandingand in writing-Speaking so others understand-Listening actively-Observing critically
Collaborating-Learning cooperatively-Valuing contributions of others-Negotiating and resolving conflict-Guiding others-Working together as a team
Problem Solving-Defining the problem and its variables-Generating and testing hypotheses and predictions-Summarizing and note taking -Determining relationships(e.g. cause-effect, correlation)-Making decisions
Marzano Strategies1.Identifying Similarities and Differences2.Summarizing and Note Taking3.Reinforcing Effort and Providing Recognition4.Homework and Practice5.Nonlinguistic Representations6.Cooperative Learning7.Setting Objectives and Providing Feedback8.Generating and Testing Hypotheses9.Cue, Questions, & Advance Organizers
4
Primary Purposes of Questions
• Cultivate interest and ask students to be participants in the classroom experience
• Evaluate students’ level of knowing and preparedness of material given
5
Cont.
• Help develop critical thinking skills and learning attitudes that encourage inquiry
• Review previously learned material
• Demonstrate connections to new and previously learned information therefore strengthening those connections
6
Cont.
• Help students develop new insights and assess their individual achievements
• Encourage students self study (life long learning)
7
Why do we need to look at the kinds of questions that
we ask students?• Teachers' effective use of a
variety of higher-order questions can overcome the brain's natural tendency to limit information. In turn, students' minds can become more open to new ideas and creative mental habits.
8
Cont.• Current research indicates that
the use of a variety of higher-order questions in an open-ended and nurturing educational environment strengthens the brain—creating more synapses between nerve cells—just as exercise builds muscle tissue.
9
Why do we need to look at the kinds of questions that
we ask students?
Usually questions at the lower levels are appropriate for:
• evaluating students' preparation and comprehension.
• diagnosing students' strengths and weaknesses.
• reviewing and/or summarizing content.
10
Cont.Questions at higher levels of the
taxonomy are usually most appropriate for:
• encouraging students to think more deeply and critically.
• problem solving. • encouraging discussions. • stimulating students to seek
information on their own.
11
Bloom’s Taxonomy
12
Analogy• Red light/On the line – right there
questions. Questions whose answers can be directly answered from given information
• Yellow light/Between the lines – questions that require some inference, but still use the information from the information given
• Green light/Beyond the line – questions prompted by the information but that take the questioner into their own or outside experiences.
13
Question Wheel
Handout
14
How do we apply higher level questioning/activities to our every
day lessons?
Sort ActivityObjective: The student will write a
compound sentence using conjunctions.
15
Objective: The student will write a compound sentence using conjunctions.
Questions and Activities that might follow: Knowledge 1. What is a compound sentence? 2. List the conjunctions that you could use to combine
sentences into a compound sentence. Comprehension 1. What is the difference between a compound and a simple
sentence? 2. Create a compound sentence from two given simple
sentences. Application 1. Write one example of a compound sentence. 2. Use the conjunction "and" to form a compound sentence
16
Analysis 1. Identify reasons for using conjunctions to form
compound sentences. 2. Compare the three conjunctions "and", "or", and
"but" and explain the differences between each. Synthesis 1. Write a paragraph that uses each of the three
conjunctions to form a compound sentence. Evaluation 1. Trade paragraphs with a partner and look for 3
compound sentences using "and", "or", and "but". 2. Determine whether or not your partner understands
writing with compound sentences and be prepared to defend your answers.
20
Question Cubes
Topic:Environment
21
Choose a standard and develop questions at each
level for that standard.
22
Website Resources
• http://theliterarylink.com/bloom_questions.html
• http://www.ops.org/reading/blooms_taxonomy.html
• http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html
23
How did we do?
• Why worry about questioning?• How do you plan for
questioning?• What makes a good question?• How could/do you incorporate
questions into your lessons?
24
Questions??????
(No pun intended!)